DAILY LESSON PLAN

DATE:
GRADE: Grade 11
SEMESTER: 1st Semester
SUBJECT: READING AND WRITING
The development of communication skills in English for academic and
CONTENT: professional.

The learner realizes that information in a written text may be selected and
CONTENT STANDARD: organized to achieve a particular purpose.

The learner...critiques a chosen sample of each pattern of development focusing

PERFORMANCE STANDARD: on information selection, organization, and development.

LEARNING COMPETENCIES: The learner describes a written text as connected discourse

CODE: EN11/12RWS-IIIa-1

I. Objective: The students will be able to

a. Define context clues
b. List and define types of context clues
c. Apply strategies to identify unknown words using context clues

II. Subject Matter:

Topic: Context Clues
Materials: printed copies of the lesson/topic and writing and oral activities, board, chalk
Reference: Reading and Writing Textbook (Rex Publishing) pp. 7-9, www.study.com

III. Developmental Activities:

Prayer
Greetings
Checking of attendance
Submission of assignments/outputs/projects (if there is/are)
Review:
Recall learner’s knowledge about reading strategies
Motivation:
Write a sentence on the board that contains a word unfamiliar to your
students. Ask the students to read the sentences and determine the meaning of
the unknown word.
Presentation:
After several guesses, explain how the addition of information helped define the
unknown word even though there was no definition given.

Lesson Proper:
Activity:

Distribute short stories. Direct students to highlight unknown words then, then have
students underline or circle parts of text that helped them to define the word. Review and
share answers as a class.

Analysis:

Discuss and explain what context clues are and elaborate the different types of context
clues. Define and discuss.
 Abstraction:

Ask the students to recall the four types of context clues.

 What are the four types of context clues?

Application:

Post a brief passage or story on the board. Ask them to find unknown words and use
context clues to determine the meaning. Let them identify the type of context clue they used
and the text that allowed them to define the meaning of the word.

IV. Assessment:

Let the students answer the following questions:

1. In your own understanding, what are context clues? (4)

2. How are context clues important? (4)

Criteria:

Organization of ideas – 50%

Diction – 50%

I. Assignment:
- Differentiate connotation and denotation